Reception numeracy

Key objectives to be achieved

Ø      Say and use number names in order to 20 in familiar contexts

Ø      Count reliably up to 10 everyday objects

Ø      Use language such as more/less, greater or smaller, heavier or lighter, to compare two numbers or quantities

Ø      Recognise numerals 1 to 8

Ø      In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting

Ø      Find one more or less than a number from 1 to 10 e.g. 1 less than 8 is 7

Ø      Begin to relate addition to combining two groups of objects, and subtraction to taking away

Ø      Talk about, recognise and recreate simple patterns e.g. repeating patterns using beads

Ø      To use language such as circle or bigger to describe the shape and size of solids and flat shapes

Ø      Use everyday words to describe position e.g. behind

Ø      Use developing mathematical ideals and methods to solve practical problems e.g. arranging five ladybirds on two leaves, how many wheels do we need for three cars?

Year 1 numeracy

Key objectives to be achieved

Ø      Count reliably at least 20 objects

Ø      Count on or back in ones from any small number, and in tens from and back to zero e.g. 9,8,7,6 etc.

Ø      Read, write and order numbers from 0 to at least 20; understand and use the vocabulary of comparing and ordering these numbers

Ø      Within the range 0 to 30, say the number that is 1 or 10 or more or less than any given number e.g. 1 more than 17 is 18

Ø    Understand the operation of addition, and subtraction (as take away or difference) and use the related vocabulary e.g. 3 add 1, 4 take away 2

Ø      Know by heart all pairs of numbers with a total of 10

Ø      Use mental strategies to solve simple problems using counting: addition, subtraction, doubling and halving; explaining methods and reasons orally e.g. 15 + 3 ? how did you work it out?

Ø      Compare tow lengths, masses or capacities by direct comparison (side by side)

Ø      Suggest suitable standard or non-standard units and measuring equipment to estimate, (guess roughly) then measure, a length, mass or capacity e.g. How far up the wall can you reach? How many cubes would balance the parcel? How many full bottles of water would fill the bucket?

Ø      Use everyday language to describe features of familiar 3-D and 2-D shapes e.g. cube, sphere, cone, cylinder?circle, triangle, rectangle, square?

 Year 2 numeracy

               Key objectives to be achieved

Ø     Count, read, write and order whole numbers to at least 100; know what each digit represents (including 0 as a place holder) e.g. 68 is 60 = 8

Ø     Describe and extend simple number sequences (including odd/ even numbers, counting on or back in ones or tens from any two digit number etc) e.g. count back in tens from 80

Ø     Understand that subtraction is the inverse (opposite) of addition; state the subtraction corresponding to a given addition and vice-versa e.g. 15+4=19 implies that 19-4=15

Ø     Know by heart all addition and subtraction facts for each number to at least 10 e.g. 2+5=7, 5+2=7, 7-2=5, 7-5=2

Ø     Use knowledge that addition can be done in any order to do mental calculations more efficiently

Ø     Understand the operation of multiplication as repeated addition e.g. 5 times 3 is 5+5+5

Ø     Know and use halving as the inverse of doubling e.g. double 5 is 10 so ½ of 10 is 5

Ø     Know by heart facts for the 2 and 10 multiplication tables

Ø     Estimate, measure and compare lengths, masses and capacities, using standard units; suggest suitable units and equipment for such measurements e.g. longer or shorter than 1 metre, heavier or lighter than 1 kilogram, holding more or less than 1 litre

Ø     Read a simple scale to the nearest labelled division, including using a ruler to draw and measure lines to the nearest centimetre

Ø     Use mathematical names for common 2-D and 3-D shapes; sort shapes and describe some of their features e.g. circular, triangular .... surface, pyramid, hexagon, octagon

Ø     Use mathematical language to describe position, direction and movement e.g. higher, lower, clockwise, route, next to

Ø     Choose and use appropriate operations and efficient calculation strategies to solve problems, explaining how the problem was solved e.g. I think of a number, then halve it. The answer is 9. What was my number?